Anatomy Lesson Research Articles

Anatomical variations and dimensions of arteries in the anterior part of the circle of Willis.

The aim of this study was to investigate different anatomic variations and dimensions of anterior part of the circle of Willis (CW) and their prevalence on Kosovo's population. This is an observational descriptive and retrospective study performed at the University Clinical Centre, Clinic of Radiology. The three-dimensional time-of-flight technique was used for magnetic resonance angio- graphy imaging to evaluate the anatomy of the CW in 513 adults without clinical manifestations for cerebrovascular disease. The diameters of arteries of the CW were measured and variations were recorded. The complete anterior part of CW was found in 64.3% of cases, more evident in female at about 66% than male 62.2%. Morphologic variations of the ACA1 are agenesis or hypoplasia in 5.65%, fusion of the anterior cerebral arteries (ACAs) on a short distance in 6.5% and fusion of the ACA on a long distance in 2.5%, median ACA is presented in 11 examined patients or 2.1%. Normal anterior communicating artery (ACoA) was seen in 68.2%, hypoplasia or absence 15.66%, double ACoA in 0.6% and fenestrations in 3.89%. The mean calibrations of the vessels were measured as 2.04 mm in right A1, 2.06 mm in left A1 and 1.16 mm of ACoA. While, 14.1 mm length of right A1, 13.87 mm of left A1 and 2.99 mm of ACoA. Knowledge of the variations and diameter of the anterior part of the CW has a great importance in determination of anatomical variations and diameter in general populations, also, in interventional radiology for various endovascular interventions as well as during anatomy lessons.

Урок анатомии доктора Самарина

The author of the article “Lesson of Anatomy by Doctor Samarin” offers the analysis of a different area of the work of the prominent Slavophile, the area that has been hardly ever studies by other researchers, - and that of a literary critic. Yu. F. Samarin gave detailed characteristics of the critical works of V.G. Belinsly and of N.V. Gogol’s creative method, and his analysis was far ahead of his time, contradicting the opinion of the majority of his contemporaries and even now not constituting part of the general consensus. The article also provides new data on the history of the text of the article “On the Opinions of “Sovremennik”, Historic and Literary”.

3D venous anatomy of the venous network of the lower limb

Introduction: The aim of this work is to build a new educational tool to better understand venous anatomy of the lower limbs by the help of embryology, Duplex color assessment and 3d modeling by CT venography (CTV) Materials and methods: Pictures of anatomical drawings from the Atlas book of Gillot [1] are illustrated and enhanced by the new imaging techniques of the venous system: 3D venography [2–5] and Color Duplex [6]. A multislice with 64 detectors spiral CT acquisition of the lower limb with contrast injection of the foot produces about 800 slices of the whole limb in 40 seconds. Image processing is done by VRT technique with 2 free softwares running on Macs: Osirix® [www.osirix.com] and Horos® [www.oros.com] Results: Interactive 3d modes are built in real time and movie files of a 360 degres rotation of this 3D model are easily exported to quicktime format. • Easy learning of the superficial venous network, perforators and their connection to the deep system, with the help of embryology • Explanation of the 3 venous compartments of the sural nerve pedicle and hemodynamics of the GSV and SSV termination • Pre-operative surgical assessment of complex /redo varices and congenital vascular malformations in addition to US Duplex and MRI. Discussion and conclusions: The VCT is a powerful tool to investigate the venous system of our patients with chronic venous disease, but it is providing no hemodynamical data, so an additional DUS (color duplex) is mandatory. It makes possible a virtual dissection of the limb, which gives an accurate and interactive 3d map of the whole limb in addition to the landmarks provided by the DUS skin marking before treatment. A lesson of anatomy is proposed, illustrated by a full Interactive use of 3D models. and illustrated by case reports with « virtual dissection » of the patients.

The Anatomy of Papal Tiara: A Story About Popes' Contribution and Protection of Anatomists.

Beginning with the thirteenth century, the papacy has exerted an important role in the development of anatomy and medical sciences through the protection and support provided to anatomists, who were in most cases the personal physicians of the popes as well. The work is intended to be a lesson of anatomy of Papal tiara, presenting the most important contributing popes, the anatomists-physicians whom they supported and protected and the relations between papacy and medical sciences.

Evolution of Attention During A Teaching Lesson of “Anatomy” in Physical Education Degree’ Students: The Time of Day Effect

The aim of the present study was to examine the evolution of the attention during a lesson of teaching anatomy of the humerus in physical education degree’ students (PES). Sixty-one students (32 males and 29 females), registered in the 1st year PES in the High Institute of Sport and Physical Education of Sfax (University of Sfax, Tunisia) voluntarily participated in the present study. They performed the digit cancellation test at the beginning and at the end of a 90 min teaching session of anatomy at two time-of-day: between 08h00 and 09h30 and between 15h30 and 17h00. The results showed that there is no difference between the males and females groups for the attention (P > 0.05). However, the present study showed that the attention decreased at the end compared to the beginning of the teaching session (P < 0.05). Also, the attention was significantly better in the morning compared to the afternoon hours (P < 0.05). For PES, anatomy requires good attention capacities and the scheduling of these lessons in the morning is better than the afternoon hours.

362. Transient blindness out off the uterus, reported by Nicolaes Tulp in 1641

Transient blindness, in the setting of (recently) pregnant women is now recognised to be part of the Posterior Reversible Encephalopathy Syndrome (PRES). This term was first coined by Hinchey et al. in 1996 [1]. A pattern is observed of patients who experience headaches, vomiting, confusion, seizures, cortical blindness and other visual abnormalities, that went alongside abrupt increases in blood pressure and impairment of renal function. Interestingly, in former centuries a total blindness related to headache and convulsions, in pregnancy, labour or childbed, being very rare, was noted and described, but information on blood pressure and renal function remains unknown. Exemplary, Nicolaes Tulp, well known from the 1632 Rembrandt’ Anatomy Lesson, a magistrate of the council of Amsterdam, a medical doctor and Praelector anatomiae of the Surgeons Guild, published in 1641 in Latin his Medical observations, of which No. X is titled: Blindness out of the uterus [2]. Tulp described two cases of pregnant women with convulsions, which caused a complete unawareness of delivering their child. The second woman lost her sight completely without any other abnormalities. Both convulsions and blindness were attributed to ‘the blood that with great power and violence went upwards [to the brain]’. The treatment was cupping-glasses on the inner side of both legs, to draw back the blood; and with success: ‘she regained the light in her eyes’. We will compare the rare literature on diagnosis and treatment of transient amaurosis in the last four centuries to actual insights.

Anatomy Lessons by the Amsterdam Guild of Surgeons. Medical Education and Art

The Amsterdam Guild of Surgeons organized lessons in anatomy as part of the education of surgical trainees and surgeons. Appreciating that the acquisition of correct anatomical knowledge by regular perceptive education during dissection of the human body was essential for surgeons, in 1555 Philip II, King of Spain and Holland, gave his permission to the Amsterdam Guild of Surgeons to perform anatomical dissections on bodies of deceased humans. The anatomy instructors, called “praelectores anatomiae”, who were always academically educated medical doctors, were appointed by the guild for the teaching of anatomy. They commissioned painters to produce group portraits, with the “praelector anatomiae” delivering an anatomy lesson as the central figure. Probably the best-known of such paintings is the masterpiece of Rembrandt van Rijn (1632) "The anatomy lesson of Dr. Nicolaes Tulp". Although these paintings are historical portraits rather than authentic pictures of an anatomical dissection, today this series of paintings of the Amsterdam Guild of Surgeons still reminds us of this essential part of the surgical training programme. While anatomy lessons on bodies of deceased humans was already an obligatory and crucial part of the medical (i.e., surgical) education in the 16th century, nowadays many medical schools unfortunately do not provide such practical anatomy lessons for their students, for whom usually only theoretical lessons and textbooks constitute the educational tools for learning human anatomy.

The Anatomy Lesson of Willem Röell, painted in 1728

Abstract The Anatomy Lesson of Willem Röell, painted by Cornelis Troost in 1728, should be considered a group portrait of the Amsterdam Guild of Surgeons. Professor Röell, praelector anatomiae (lecturer in anatomy) of the Surgeons' Guild, was portrayed while performing an anatomical dissection of the knee joint in the corpse of an elderly man. The three surgeons in the painting, dressed in fashionable suits, held important positions as governors of the Guild. The Guild assistant, holding a box containing surgical instruments, is standing in the background (left corner). This painting did not record a real anatomical demonstration, as held in the Guild's anatomy theatre, but served as a group portrait. Every person in the painting had to pay a fee to the artist for the privilege of posing in this masterpiece. In the 18th century, the painting was on display on the wall of the boardroom of the Surgeons' Guild in the Waag (weigh house) at the Nieuwmarkt in Amsterdam, among other group portraits that had been painted for the Guild in the 17th and 18th centuries. These works of art were painted to commemorate the praelector anatomiae, governors and surgeons of the Guild. Today, this painting is on display in the Amsterdam Museum in Amsterdam, The Netherlands. Read more about the stories behind this masterpiece in an essay online.

RETRACTED ARTICLE: The Amsterdam Guild of Surgeons and the Training of Surgeons in the Early Modern Period

Training, examination and quality standards of surgeons are topics of interest for the present international surgical community. In this review, surgical training and examination are discussed from the historical perspective on the basis of the regulations of the Amsterdam Guild of Surgeons (1461-1736). In Amsterdam, in that period, surgeons usually underwent a 5-year training in a master-mate relationship under the guidance of a master surgeon in a “surgeon's store”. The trainee was expected to acquire additional knowledge from weekly anatomy lessons on the body of a deceased person, given by the “praelector anatomiae” in the anatomy theater. After successful completion, the master handed over to his apprentice a so-called “education letter”, in which the master stated that the trainee had worked to his satisfaction with diligence and devotion in his “surgeon’s store” throughout the 5 years. This letter was required for participation of the trainee in the examination to become a surgeon. The learning period ended with a 'master’s examination', in which the manufacture of lancets, bloodletting and a trepanning of a skull were indispensable elements. The master’s examination as the ultimate test of competence at the end of surgical training is currently absent from the surgical specialty program in many countries, including Greece. The introduction of a modern master’s examination could be considered in the interest of enforcing explicit quality standards and ensuring adequate examination of candidate surgeons.

The Needs of Sexual and Reproductive Health Education for Secondary School in Kendari City, Southeast Sulawesi, Indonesia.

Objectives: The main objectives of this study were to recognize a journey of sexual behavior of adolescent and to identify the need of sexual and reproductive health education for secondary school students in Kendari. Methods/Statistical Analysis: This study carried out by applying a qualitative method with purposive random sampling in selecting five public and private Senior High Schools. The sample consisted of one hundred (100) teenage boy and girls, thirty (30) male and female teachers, twenty (20) parents and ten (10) respondents’ representative of education stakeholders. This qualitative study was conducted through in-depth interviews, Focus Group Discussion and key informant interview. Then, the analysis of the data applied triangulation with descriptive qualitative analysis. Findings: The finding reveals that 95% students have lack of information regarding sexual and reproductive health issues, either from school, neither from home. They just received anatomy lesson and all students have never access to services since they do not know where to go and the service remains absent. This gap contributes to number of pressures such as peer pressure, parent’s pressure related to religious and cultural concern on premarital sex and media pressure experiencing by teenagers. More than 80% teachers agree to put this information into school’s lesson, although no many teachers are eligible to teach the subject. Surprisingly, all parents also agree to put this topic into appropriate school-based program since they have some challenges to communicate this sensitive issue with their children. Nine of ten educational stakeholders also agree to include this information into school-based program and pointed out the importance of school-based policy to include this topic into the existing program. They argue that school is a strategic place in providing acceptable and accurate information culturally and religiously acceptable pathway to support adolescent being responsible and stay healthy. Application/Improvements: School is a strategic place in supporting most of school age teenagers and sexual and reproductive health education through a moral framework with the local wisdom perspective is timely. This is a consensus on the critical importance in improving well-being of adolescents. Keywords: Secondary School Teenagers, Sexual Behavior, Sexual and Reproductive Health, School-based Program

INNOVATION IN FUNCTIONAL ANATOMY EDUCATION: The Anatomy Lesson of Dr Tulp from the past to the Present

In recent decades, there have been many technological innovations and improvement in the pedagogy of medical education. We have applied some of these developments to one of the most important and most fundamental elements in modern medical education, while combining traditional and innovative approaches. Gross anatomy is a core course for first year medical and some graduate students from the beginnings of time, since Nicholaes Tulp was first depicted by Rembrandt in the now classic painting “The Anatomy Lesson of Dr Tulp”. In the now famous Rembrandt, Dr Tulp is shown dissecting an unembalmed cadaver, while paid onlookers viewed the dissection of the cadaver with great interest. At USAT, the anatomy dissection begins with didactic lectures, much along the traditional lines, but with the exception that the discussion is orientated toward a clinical setting for each phase of the lectures. This is followed by lectures in Organ Systems Pathophysiology, Medical Biophysics, and finally by Introduction to the dissection laboratory. All dissections utilize fresh, unembalmed cadavers, all safety tested for hazards or pre‐existing infectious diseases before the start of the dissection, which takes place in a state of the art facility. Prior to the dissection, important sensitivity instruction is given, including acceptable respect, appropriate laboratory and clinical attire [scrubs, surgical gowns, and all needed instruments are provided each student], proper and expected personal demeanor during the dissection. During the dissections, which last for several days on each cadaver, key surgical and medical procedures that are likely to be needed during PGY‐I are demonstrated on each cadaver, including insertion of chest tubes, spinal taps, Intubation, topical and cosmetic suturing, endoscopy, 3‐D imaging, surgical technique, and others. The culmination of the dissection ends with each student being able to demonstrate the above procedures to standard, and with a complete functional dissection of the cadaver. At the conclusion of the lab body parts are recon our curricukum.nected and prepared for disposal and the ashes returned to the family that donated the cadaver. As an outcome, USAT anatomy lab has become one of the most sought after courses in the first year curriculum, with many student requesting to retake it multiple more times.Support or Funding InformationSupported by Institutional Resources of the College of Medicine, USAT MontserratThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

After School Anatomy Lesson

For the purpose of this learning, after school,we have bought bags of balloons, twistties, rubber sheaths for how we aim to teachrespiration, pressure curves, the anatomyof lungs. One by one they puffout measured gulps of air, laborious ouncesof breaths stretching temporary lungs, pinkimagined lobes growing full with unspokenwhorls of verbs. While engagedin the midst of this August demo-play, we hear,all of a sudden, a pop then shh, then a roundof laughs— and find on the floor, torn skinof a balloon, leaking secrets. This, right then,becomes a perfect moment to teach; absolute limits—impromptu, unrehearsed, the afternoon lesson,on how extreme conditions can kill.

Anatomy lesson of the brain and cerebral membranes captured on canvas by Rembrandt in 1656

Abstract Published online in Wiley Online Library (www.bjs.co.uk). DOI: 10.1002/bjs.10610 The Anatomy Lesson of Jan Deijman, painted by Rembrandt in 1656, is one of the most extraordinary historical paintings recording an anatomical demonstration of the brain and the cerebral membranes. This painting belongs to the series of group portraits made for the Amsterdam Guild of Surgeons in the 17th and 18th centuries. Unfortunately, the painting was seriously damaged by a fire in the boardroom of the Surgeons' Guild in 1723. The original painting once measured at least five times the size of what is left of it today after large pieces of burned canvas had to be removed during the restoration process. Lying on the dissection table is the body of an executed criminal. Doctor Deijman, lecturer in anatomy of the Surgeons' Guild, is standing behind the corpse while performing the anatomical dissection. The abdominal organs have been removed, and the brain and cerebral membranes are about to be dissected. The nature of the depicted anatomical structures was assessed recently. This revealed that, by showing the falx cerebri, Rembrandt at the same time probably concealed a memento mori message in his masterpiece. Read more about the stories behind this masterpiece in an essay online.

Lingua Erazma z Rotterdamu między fizjologią, filozofią i filologią

The article entitled “Lingua by Erasmus of Rotterdam – between physiology, philosophy and philology” is devoted to the treatise “Lingua, Sive, De Linguae usu atque abusu Liber utillissimus” which was originally published in 1525, while in an anonymous Old Polish translation it first appeared in 1542. It represents one of the most important voices in then Europe on the role of language in international social communication. In it issues related to the ethics of language, seen from a theological, philosophical and philological perspective, were taken up by the Rotterdammer, using references to medical and natural sciences. The combination of these areas of knowledge has become the subject of in-depth analysis in the article. The term „tongue”, which is equivocal in meaning, is understood in the treatise as the organ for as well as the process of speaking. As a consequence, the „physiology of language” presented in the Lingua, resulting in an extended lesson in anatomy, eventually moves the discourse into the area of reflection on the importance and role of word both in interpersonal association and in the Christian „galaxy” – the humanitas, as a factor for its integration and guarantor of peace.

Vandalism and the Rijksmuseum: three vandalized paintings restored by Luitsen Kuiper in the nineteen seventies

In the past, the Rijksmuseum collection has recurrently been a victim of vandalism. Notable examples are a knife attack on Rembrandt’s Night Watch in January 1911 and an axe attack on the fragment of Rembrandt’s The Anatomy Lesson of Dr. Deyman in February 1931. However, this presentation focusses on three cases from the 1970s. In the Netherlands conservation history, this decade marks the beginning of the end of the wax-resin lining, also known as the “Dutch method”, a method that was previo...

Touching a Mechanical Body: Tactile Contact With Body Parts of a Humanoid Robot Is Physiologically Arousing

A large literature describes the use of robots' physical bodies to support communication with people. Touch is a natural channel for physical interaction, yet it is not understood how principles of interpersonal touch might carry over to a robot. Exploring how interpersonal rules surrounding body accessibility and touch apply to a robot is critical toward understanding the extent to which people treat the act of touching body regions as a sign of closeness---even if the body belongs to a robot---and is important to the field of humanoid social robotics. Thirty-one students participated in an interactive anatomy lesson with a small, humanoid robot. Participants either touched or pointed to an anatomical region of the robot in each of 26 trials while their skin conductance response was measured. Touching less accessible regions of a robot's body (e.g., its buttocks and genitals) was more physiologically arousing than touching more accessible regions (e.g., its hands and feet). No differences in physiological arousal were found when just pointing to those same anatomical regions. A social robot elicited tactile responses in human physiology, a result that signals people treat touching body parts as an act of closeness in itself that does not require a human recipient. The power of touching a humanoid body with identifiable body parts should caution mechanical and interaction designers about the positive and negative effects of human-robot interaction.

Embryological and comparative description of the cephalic vein joining the external jugular vein: A case report

The cephalic vein arises from the radial end of the dorsal venous arch. It turns around the radial border of the forearm and passes proximally along the arm to the shoulder, where it enters the axillary vein by penetrating the clavipectoral triangle. The cephalic vein is prone to vary at the antecubital fossa, where it forms numerous anastomoses. A male cadaver fixated with a 10% formalin solution was dissected during regular anatomy lessons. It was found that the cephalic vein crossed the upper third of the arm between two fasciculi of the deltoid muscle and reached the shoulder, where it passed above the acromion and crossed the posterior border of the clavicle in order to join the external jugular vein. The cephalic vein is one of the most used veins for innumerous activities, such as venipunctures and arteriovenous fistula creation. Furthermore, it is an anatomical landmark known for its consistent anatomy, as it possesses low rates of variability. Despite that, its anatomical variations are clinically and surgically significant and healthcare professionals must be aware of the variations of this vessel. We aim to report a rarely described variation of the cephalic vein and discuss its embryological, phylogenetic and clinical features.

Influence of Gender and Age on Average Dimensions of Arteries Forming the Circle of Willis Study by Magnetic Resonance Angiography on Kosovo's Population.

BACKGROUND:Circulus arteriosus cerebri is the main source of blood supply to the brain; it connects the left and right hemispheres with anterior and posterior parts. Located at the interpenducular fossa at the base of the brain the circle of Willis is the most important source of collateral circulation in the presence of the disease in the carotid or vertebral artery.AIM:The purpose of the research is to study the diameter and length of arteries and provide an important source of reference on Kosovo’s population. METHODS:This is an observative descriptive study performed at the University Clinical Center of Kosovo. A randomised sample of 133 angiographic examinations in adult patients of both sexes who were instructed to exploration is included.RESULTS:The diameters and lengths measured in our study were comparable with other brain-cadaver studies especially those performed by MRA. All dimensions of the arteries are larger in male than female, except the diameter of PCoA that is larger in female (p < 0.05) and length of the ACoA (p < 0.05). Significant differences were found in diameters of arteries between the younger and the older age groups.CONCLUSION:Knowing the dimensions of the arteries of the circle of Willis has a great importance in interventional radiology as well as during anatomy lessons.

Verkörperung – Entkörperung bei Rembrandt

Abstract This article analyzes the painterly formation of pictorial subjects of embodiment and disembodiment since the early modern period. Starting with Gerhard Richter, Quattrocento painters, and Titian, it focuses on Rembrandt and his late group portrait The Anatomy Lesson of Dr. Deijman (1656). The subject of this picture is a dissection of a man’s brain – and hence the surgeons’ search for the seat of the human soul and the motion of life. In the motif of the corpse, Rembrandt performs a radical operation with paint layers that historical sources described with the terms “doodverwe” and “lyffverwe” (“dead color” and “body color”). Rembrandt’s pictorial formation is a distinctly complex answer to the soulless, lifeless corpse’s state of being, which has been reduced to no more than an image. At the same time, the dead body is the place in which Rembrandt reflects the act of painting as a way of working with the tension of embodiment and disembodiment, of giving and taking life, with color.

Effects of detailed illustrations on science learning: an eye-tracking study

The eye-tracking method was used to assess the influence of detailed, colorful illustrations on reading behaviors and learning outcomes. Based on participants’ subjective ratings in a pre-study, we selected eight one-page human anatomy lessons. In the main study, participants learned these eight human anatomy lessons; four were accompanied by detailed illustrations, and the other four were accompanied by simplified illustrations. Participants completed a comprehension test and an evaluation questionnaire after reading each lesson. The results showed that detailed and simplified illustrations were equally effective in terms of learning outcomes. Eye-tracking data indicated that the detailed illustrations attracted attention in the initial learning stage and received more visual attention during the overall learning process. Notably, correlation analysis revealed that spending a greater proportion of time re-inspecting the simplified illustration was associated with higher test performances. By contrast, greater proportion of time spent re-inspecting the detailed illustration was not significantly correlated with learning outcomes. The results suggest that detailed illustrations could influence the learning process, and may support learning differently compared with simplified illustrations.